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Encouraging Creativity

According to Martin F. Gardiner of the Center for the Study of Human development at Brown University, training children in arts and music may enhance their acquisition of reading and mathematics skills. In a study of first grade children, those students who received visual and musical arts training as a regular part of their schoolwork demonstrated improved reading skills and were significantly ahead in mathematics skills in comparison to a control group of children in another classroom who did not receive the arts training.

Since art is important for physical, social, emotional, and cognitive development, how can you encourage their creativity?

Here are some Do’s and Don’ts (from Fresno Family):

Do's

Don'ts

Understand that when children draw huge hands, construct unreal
proportions, or leave out items that you might consider essential, they
are concentrating on what is important to them at the moment. Their
work should be accepted as they create it. Often observing what is
emphasized or omitted will give you important insight into a child’s
development.

Don’t correct or add to a child’s work.

Understand that children’s coordination and muscle development will
grow as a result of creating their own artwork. Art for the young child
is a developmental process that provides the opportunity for physical,
emotional, intellectual, and social growth.

Don’t believe that coloring in pictures in a coloring book will improve a child’s coordination.

Remember that children need continuity. They will not be bored if
you offer them opportunities to paint, draw, build, paste, and model
every day. Personal growth takes place through repeated experiences
with open-ended materials.

Don’t offer a particular art material only once a week. Children
need an ongoing experience with the materials so that new growth and
discoveries can be made.

Offer children open-ended materials (paint, clay, crayons, wood,
blocks) so that they may make discoveries for themselves; this will
help them meet their intellectual and emotional needs.

Don’t offer
coloring books or precut patterns to children. These are just another
way of saying, “You are not capable; you do not have the ability.”

Tell children why you like their work; comment on the red line near
the blue circles or mention the two blue dots. Commenting on what you
see helps children become more consciously aware of their work. Help
the children think about what they want to paint, draw, build, or
model; for example, ask, “How does a cow eat?” or “How many legs does
that animal have?”

Don’t ask a child, “What is that?” Don’t even try to
guess. Don’t casually say that a painting or drawing is “beautiful,”
“great,” or “terrific.” This does not make a child aware of his or her
individuality. Don’t make models for children, even when they protest
that they “can’t do it.” They cannot possibly duplicate what an adult
has created. Your model is a way of saying, “I know you are not able to
do a good job.”

Help children to feel confident about their work and to take pride
in it. Stress the individuality of each creation. Respect the many
different ideas children have, as they use the same materials.

Don’t
compare children’s work or show preferences. Don’t allow their comments
on other children’s work (“oh, that’s just a scribble”) go unnoticed.
You can respond by saying, “That’s his design” or “That’s his idea.”